2016 Port Kembla Public School Annual Report · 2017. 6. 1. · 2016 2896 Page 1 of 12 Port Kembla Public School 2896 (2016) Printed on: 1 June, 2017. Introduction ... to complete

Port Kembla Public SchoolAnnual Report

2016

2896

Printed on: 1 June, 2017Page 1 of 12 Port Kembla Public School 2896 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Port Kembla Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Kevin J TUCKER

Principal

School contact details

Port Kembla Public SchoolGloucester BoulevardPort Kembla, 2505www.ptkembla-p.schools.nsw.edu.auptkembla-p.School@det.nsw.edu.au4274 1041


School background

School vision statement

At Port Kembla Public School we strive to have “Pride in Performance” through provision of programs that enable: • Development of life long learning habits,

• Academic Achievement,

• Participation in Sport,

• Creative and Practical Arts,

• A Positive Healthy Outlook and

• Co–operation and Commitment.In addition we believe the following school rules are worthy aspirations in everyday life, both now and in the future.

• Respect for SELF

• Respect for OTHERS

• Respect for ENVIRONMENT

School context

Port Kembla Public School has an enrolment of 265 students, including 24 Aboriginal students and has strong ties withits wide and varied community. Established in 1890 the school is now at its fifth site. Overlooking the Pacific Ocean thissite provides an idyllic setting in which to learn.

Our school mission statement is "Pride in Performance" through academic performance,participation in sport,participation in the creative arts, development of lifelong learning habits, cooperation and commitment and a positivehealthy outlook.

The school achieves its mission by providing a balanced curriculum, commitment to excellence in teaching and a highlevel of involvement by the community at all levels of school governance. Our school rules of " Respect for Self, Respectfor Others and Respect for Environment" are emphasised in all programs undertaken in the school.

Aboriginal, Low Socio–Economic and Non English Speaking Background students are catered for with programs forstudents in need of assistance. With extensive school involvement in school based technology programs, localenvironment programs, district sporting associations and regional creative arts events we can say the students at PortKembla Public School are being well prepared for their future lives in today's society.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Through a careful analysis of our school programs the staff of 2016 have made the following determination of our currentschool operations

• A determined commitment within the school community to strengthen and deliver on our school strategic direction

• The school consistently implements a whole– school approach to student well being

• Curriculum provision is enhanced by learning alliances with other school

• The school has developed explicit processes to collect, analyse and report internal and external student andschool performance

• The school has more than 20% of students achieving at high levels of performance on external performancemeasures

• Teachers regularly use student performance data and other student feedback to evaluate effectiveness of teachingpractice

• Teachers are trained in incorporating data analysis in their planning for learning

• The school identifies expertise within its staff and draws on this to further develop its professional community

• Teachers are actively engaged in planing their own professional development to improve their performance

• Teachers work beyond their classrooms to contribute to broader school programs

• Leadership development is central to school capacity building

• The school acknowledges and celebrates a wide diversity of student, staff and community achievements andprograms

• Strategic financial management is used to gain efficiencies and to maximise resources available to implement theschool plan

• There are opportunities for students and the community to provide constructive feedback on school practices andprocedures

Our self–assessment process will continue to assist the school to refine the strategic priorities in our School Plan, leadingto further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

QUALITY CURRICULUM

Purpose

To improve student achievement and capacity through the implementation of an enriched,purposeful and balancedcurriculum, which will be delivered by quality teachers, who can connect with, challenge and engage 21st centurylearners.

Overall summary of progress

Throughout 2016 the school staff has applied themselves to the task of delivery of quality programs to raise studentachievement.

With the introduction of new programs in Reading, Creative Arts, Science and assessment procedures our school isfurther training staff to meet the challenges for our student learners.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Aboriginal students are achievingat or above state average inNAPLAN aspects.

NAPLAN results show • Reading in year 3 and year 5where 40% of students are in top2 bands • Reading in year 3 and5 where5% of students are in bottom 2bands • Numeracy in year 3 and year 5where 40% of students are in top2 bands • Numeracy in year 3 and year 5where 10% of students are inbottom 2 bands • Continued growth throughschool statistical analysis ofNAPLAN results/data todetermine effect size.

• Continued upgrade of curriculumgroups(numeracy) based on need assessment • Science curriculum is now up and operational • PLAN data for students K – 2 and year 6 fullyfunctional • Extra support for students allowing 1 : 1 readingfor assessment and development planning • Complete introduction of supply of chromebooksfor Year 5 and 6 • Initial work with Feedback • NAPLAN analysis for students in top two bands Year 3 Numeracy 28% Year 3 Literacy 41%

year 5 Numeracy 8% Year 5 Literacy 30%

English LanguageProficiency

$32 309

Aboriginal BackgroundFunding

$12 887

Literacy and Numeracy

$7 176

Next Steps

• Extend use of chromebook program for Year 4 – 6 • History curriculum integrated into school routine • Complete integration of PLAN into school assessment cycle • Data Walls complete and functional for Literacy / Numeracy • Training in programs Focus On Reading, Speech Sound Pictures (SSP) and Targetting Early Numeracy (TEN)

are all program begun this year • School Involvement in meeting premiers target for the BUMP IT UP strategy



QUALITY STAFF

Purpose

To improve student learning through consistent innovative teaching practices, based on current research and theAustralian Professional Standards for Teachers, with a focus on catering for individual needs and producing productive21st century learners.


The current staff of Port Kembla have enthusiastically and professionally applied themselves to the challenge ofdeveloping their own skills to deliver innovative teaching techniques.

With training in feedback, consistent teacher judgement and observation of lessons the staff have approached thedelivery of a differentiated teaching program with great enthusiasm.




100% of staff develop andparticipate PersonalDevelopment Programsformulated in consultation withschool leaders and staff analysisof their needs.

Increasing numbers of staff morewilling to take on, share andmentor others in roles throughoutthe school.

School assessment strategiesthat are consistent across theschool.

100% of students completing selfreflection assessment tasks.

• Teaching staff have all completed ProfessionalDevelopment Program • Observation of class teachers by executiveunderway • Compliance training in the areas of Anaphylaxis,CPR, Code of Conduct • In school training days for programs – feedback / mentors • School based program for consistent teacherjudgement • Student engagement program • Employment of Teachers Aid for small groupwork to assist teachers / students

Socio–Economicbackground

$21 886

Low level adjustment fordisability funding

$18 912

Next Steps

• School direction is now for all staff, including administration, to complete PDP's • Training in the area of Feedback needs to resume as we now have five new staff who did not do initial training • Greater emphasis on using self reflection for students and staff alike • Consolidation of new programs • Identification of strategies to achieve BUMP IT UP targets



QUALITY LEADERSHIP

Purpose

To provide a collaborative structure that allows for leadership to be shared across the school community to delivermechanisms to drive whole school improvement.


Throughout 2016 our school has continued to develop our leadership teams. From students choosing their own studentleaders team to staff undertaking roles of leadership in the school the school has continued to encourage leadershipskills in all of its constituents.




Input from StudentRepresentative Council (SRC) isincluded in school planningmeetings.

School Roles and responsibilitiesspread across the whole teachingstaff.

Parent survey participation rateincreases – currently 58% ofparents see results included inplanning.

Greaterparticipation from schoolcommunity in school governance.

Continuation of school student based leadershipthrough Student Representative Council.

Year 5 and 6 involvement in student leadershipprogram at Warrawong High School.

Student lead across school programs such asCaptains Concert.

Development of executive leadership skills throughsupervision teams.

Implementation of stage meetings lead byexecutive.

Parental involvement through a more active Parent& Citizens Association

Survey response from parents at years end.Results from this can be found in the Parent/caregiver, student, teacher satisfactionsection of this report.

Professional Learning

$12408

Next Steps

• In light of a larger than number staff changes another extensive review of school roles / executive structure will beneeded

• Complete the staged introduction of LMBR (Office administration package)


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All indigenous students and their familieshave worked with our nominated teachers –Ms Kidd and Mrs Easton in the preparation oftheir Individual Learning Plans.

Small student numbers participating in the2016 NAPLAN make it difficult to makejudgement but all students performed aboveminimum standards.

Funding received$12,884.53

English language proficiency The availability of this teacher allowed theschool to provide support for students todevelop literacy skills in either one on one orsmall group settings.

Funding received$32,309.31 These fundswere used to employ anEnglish as an AdditionalLanguage Dialect (EALD)teacher for 1.5 days perweek.

Low level adjustment for disability The provision of support teachers for 3.5 daysa week enhanced our Numeracy and Literacyprograms.

Funding received$90,326.62. $70,000 ofthese funds were used toemploy the LearningSupport teachers allocatedto our school. Theremaining funds employeda School Learning SupportOfficer.

Quality Teaching, SuccessfulStudents (QTSS)

Initial training of staff regarding the concept ofQTSS occurred.

Executive then oversaw the development ofPersonal Development Plans.

By years end executive / supervisors hadbegun to observe lessons.

For 2017 the writing of PDP programs andprovision of support with QTSS times will befurther investigated.

As of Semester 2 –2016 our school receivedone day per week for thisprogram.

Socio–economic background Through programs that offer, increasedstudent engagement, student assistance forexcursions, uniform assistance our schoolwas bale to cater for many students from alow socio–economic background.

Funding received$21,885.52


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 116 120 120 131

Girls 103 117 132 141

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.1 93.3 95.4 94.2

1 94.9 93.5 94.3 94

2 92.7 93.4 93.8 94.8

3 92.7 91.4 93.7 95.3

4 93.6 93 92.6 92.7

5 92.7 93.8 93.1 92.6

6 92.4 91.5 93.6 92.8

All Years 93.6 92.9 93.9 93.8

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Class sizes

Class Total

ROOM 01 18

ROOM 02 19

ROOM 04 24

ROOM 03 21

ROOM 05 22

ROOM 06 24

ROOM 07 30

ROOM 11 30

ROOM 08 22

ROOM 10 28

ROOM 09 26

Structure of classes

All classes are formed within the context ofDepartmental Guidelines.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 8.96

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.6

School Administration & SupportStaff

2.47

Other Positions 0.09

*Full Time Equivalent

At present we have one Aboriginal full time classroomteacher.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.


Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 50

Postgraduate degree 50

Professional learning and teacher accreditation

Throughout 2016 all teaching staff designed a PersonalDevelopment Plan. Done in consultation with schoolsupervisors staff identified their personal areas fordevelopment. Funding was provided through schoolresources and the program Quality Teachers forSuccessful Students ( QTSS ) provided staff to releaseteachers for development purposes. Strategiesimplemented included observation of peer teachers,visiting staff in other schools, lesson observation bysupervisors.

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to December 2016 and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 123 991.42

Global funds 173 732.08

Tied funds 137 799.97

School & community sources 64 689.37

Interest 2 623.52

Trust receipts 25 517.18

Canteen 0.00

Total income 528 353.54

Expenditure

Teaching & learning

Key learning areas 10 646.19

Excursions 17 526.31

Extracurricular dissections 32 089.23

Library 5 037.48

Training & development 1 081.97

Tied funds 130 322.12

Short term relief 39 478.06

Administration & office 34 624.89

School-operated canteen 0.00

Utilities 19 626.24

Maintenance 33 738.76

Trust accounts 32 627.57

Capital programs 15 033.92

Total expenditure 371 832.74

Balance carried forward 156 520.80


A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3 and 5 literacy and numeracy assessmentsare reported on a scale from Band 1 to Band 8. Theachievement scale represents increasing levels of skillsand understandings demonstrated in theseassessments.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name (Port Kembla PublicSchool) in the Find a school and select GO to accessthe school data for 2016

Premier's Priorities: Improving education resultsand State Priorities: Better services – ImprovingAboriginal education outcomes

Port Kembla Public School has been identified as oneof 137 schools across New South Wales with thegreatest potential to improve student performance inreading and numeracy. For our school this specificallywill mean our targets are1. In reading to increase the proportion of

students in the top two bands of NAPLAN to 35%by 2018–2019

2. In numeracy to increase the proportion ofstudents in the top two bands of NAPLAN to 35%by 2018–2019.

Current levels for 2016 are mentioned on page 5 of thisreport or are available fromhttp://www.myschool.edu.au

School programs have been reviewed, update wherenecessary and new programs included. In 2017 ourschool will be training staff in Focus On Reading andTargeting Early Numeracy (TEN) and implementingthese programs.

Parent/caregiver, student, teachersatisfaction

At the end of 2016 the school parent body were askedto complete a survey of their impressions of schoolprograms.

The school received responses from 48 familiesrepresenting 30% of the school population.

The results are presented below in terms of % ofparents agreeing or strongly agreeing with thestatement

This is a school where information iscommunicated to parents – 90 %

This is a school where school programs are interestingand get students involved in their learning – 89%

This is a school where the members of theschool community can contribute to studentsuccess – 88%

This is a school where there is a partnership betweenhome and school – 78 %

This is a school where families are involvedwith the decision making process – 73%

This is a school where the community is used tosupport student learning – 87%

This is a school where families are encouraged tobe involved in classroom and in school activities– 90%

Our family is satisfied with this school – 84%

The school home reading program is supported byour family –97%

Two hours fitness or sport per week is a benefit tostudents – 96%

Bullying is an issue for my child/ren – 35%

School is about more than Reading and Mathematics–97%

I am happy with the school canteen 87%

Permaculture, sustainability, composting are allaspects of schooling that are valuable – 98%

The reporting process of informationsessions, reports, interviews and open doorconcept keep me informed about my child – 96%

The school is heading the “right” way with itstechnology (providing Chromebooks) – 83%

We approve of the school merit / award system –85%

Parents also made comment on • the openness of the school, • too many teacher changes, • composite classes, • significant improvement of K –2 with the new SSP

Reading Program, • a preference for Friday afternoon assembly and • the need to keep on top of bullying.


Policy requirements

Aboriginal education

Port Kembla Public School continues to developAboriginal programs to enhance the learning outcomesof our twenty Aboriginal students. These programshave been achievedthrough the continuation of thedesign and implementation of Personalised LearningPlans (PLPs) for each of our Aboriginal students. ThesePLPs continue to support the students in the furtherdevelopment of a strong commitment tolearning andincreased performance and achievement of outcomes.The PLPs were designed for each Aboriginal studentwith specific learning goals and are aimed to targeteach student’s academic, social and behaviouralneeds.

Our school continues to focus on the teaching ofAboriginal Education across the curriculum. Teachersprovide students with experiences to develop a deeperunderstanding and knowledge of Aboriginal culture .

Multicultural and anti-racism education

Port Kembla PS recognises and values the diversebackgrounds and cultures of our students andpromotes an open and tolerant attitude towardsdifferent cultures and beliefs. Multicultural perspectivesform an integral part of our school curriculum.

As a school we celebrate Harmony Day every year. In2016 we celebrated Harmony Day with a whole school“Doing Things Together Day”. Students dressed inorange and were organised into K–6 peer supportgroups. All students and teachers participated in avariety of cultural activities.

Ongoing through the year training occurred for a schoolbased anti–racism officer. The skills of the teacherassist in developing appropriate strategies to cope withinstances of racist behaviour or comments

Other school programs

Reading Recovery Report

In 2016 seven students participated in ReadingRecovery lessons from a selection list of twenty one.These students were successfully discontinued fromtheir lesson series, improving their reading levels by anaverage of eleven weeks within the fifteen weeks of theprogram.

Each student can now write and identify all letters of thealphabet. In most cases word recognition of highfrequency words more than doubled. WritingVocabulary showed a similar improvement.

Reading Recovery will continue in 2017 but as yetexact funding is unknown.


Documents

2016 Port Kembla Public School Annual Report · 2017. 6. 1. · 2016 2896 Page 1 of 12 Port Kembla Public School 2896 (2016) Printed on: 1 June, 2017. Introduction ... to complete